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1.
《The Internet and Higher Education》2002,5(2):89-108
The Online Academy (HO29K73002) was funded by the Office of Special Education Programs (OSEP) to develop online instructional modules in the content areas of reading, positive behavior support, and technology across the curriculum. Targeted to preservice teacher education programs in institutions of higher education (IHE), to date, the modules have been adopted for implementation by 162 institutions. A requirement of the funding agency was that the content of the modules be research based. A total of 75 lessons in 22 online modules and an authoring software tool were developed. Each module is approximately equivalent to a one-semester credit course. This paper describes the formative evaluation processes that were employed in creating the instructional design, design and production processes, content development, usability and navigational features of the modules, and the national implementation process. 相似文献
2.
Katherine A. Austin Greta J. Gorsuch William D. Lawson Byron P. Newberry 《Instructional Science》2011,39(6):975-997
The present project embarked on an educational intervention, consisting of a series of online ethics learning modules, to
aid international graduate students in overcoming the acculturation barriers to understanding and inculcating normative ethical
obligations associated with engineering practice and research in the United States. A fundamental initial step in the process
of helping international, as well as domestic, engineering graduate students embrace ethical obligations is to provide clear
instruction on fundamental engineering ethical principles and values relevant in the United States. Most institutes of higher
education do not have a cohesive approach to basic graduate engineering ethics instruction, much less materials that have
been calibrated for international students (National Science Foundation, , 2009). Herein the authors describe our instructional intervention, as well as to document the development, design, and assessment
of the learning modules intended to provide students with a framework for learning ethical precepts and applying them in the
engineering field. Think-Aloud Protocol and Cognitive Task Analysis results were used to improve the content modules and learning
experience. Initial pilot findings indicate that the content modules increased student knowledge acquisition compared to pre-test
performance, indicating a step-forward in the formulation of a useful learning tool for graduate engineering ethics instruction. 相似文献
3.
Utilizing heuristic task analysis (HTA), a method developed for eliciting, analyzing, and representing expertise in complex
cognitive tasks, a formative research study was conducted on the task of e-learning course development to further improve
the HTA process. Three instructional designers from three different post-secondary institutions in the U.S. were selected
for interviews. The interviews focused on three e-learning course development cases (one from each institution), and the participants
were asked to articulate their underlying thoughts and principles for designing e-learning courses. Overall, the HTA process
worked well in the sense that the study could elicit procedural steps and sub-steps involved in e-learning course development
and heuristic knowledge with which the instructional designers performed each step. On the surface, the e-learning course
development processes that the instructional designers used looked more alike than different, entailing major steps such as
meeting with faculty, developing content, monitoring courses in progress, and debriefing the instructor and students. The
underlying principles and knowledge that guided each instructional designer through the processes, however, were unique in
that each instructional designer constructed her own heuristics to accommodate the myriad contextual factors that arose in
her work setting. The study also discussed the challenge of identifying the simplest yet most representative e-learning course
development case with multiple experts and suggestions for further improving the HTA process were also presented.
相似文献
Ji-Yeon LeeEmail: |
4.
Betul Sekendiz 《Interactive Learning Environments》2018,26(5):682-694
Higher education system has been globally evolving over time with the development of courses that offer distance online models of delivery to meet the changing needs of students in an era of technology-driven transformation. However, one of the biggest challenges of distance online education has been higher attrition rates mostly due to difficulties in engaging the students in the learning process adequately. In this regard, peer-assessment has been recommended in the literature as an interactive method to optimise student engagement and learning in collaborative environments. This study demonstrates how formative peer-assessment was utilised in an online multi-model sport management unit to enhance engaged learning outcomes. 相似文献
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6.
Jeremy I. Tutty James D. Klein 《Educational technology research and development : ETR & D》2008,56(2):101-124
This study investigated the effects of collaboration mode and group composition during a computer-mediated collaborative (CMC)
program. Six intact sections of a computer literacy course were assigned to either a face-to-face or a virtual, online collaboration
treatment condition. Groups consisted of homogeneous lower-ability, homogeneous higher-ability, or heterogeneous-ability pairs.
The study examined the effects of collaboration mode and group composition on individual posttest performance, group project
performance, collaborative interaction behavior, and attitudes towards the instruction. Results indicated that virtual dyads
exhibited significantly more questioning behaviors and significantly better project performance than those who collaborated
face-to-face. By comparison, students in the face-to-face condition performed significantly better on the individual posttest
than those in the virtual online condition. Findings suggest that both virtual and face-to-face collaboration can be effective
in achieving learning goals. However, consideration should be given to the collaborative structure of the lesson and the type
of task in the design of CMC environments.
相似文献
James D. KleinEmail: |
7.
Lisa C. Yamagata-Lynch Jaewoo Do Anne L. Skutnik Duren J. Thompson Adam F. Stephens Cheryl A. Tays 《Open Learning》2013,28(2):178-189
This article reports on a case of participatory self-directed online learning within the context of a graduate-level instructional technology course. The course was about online learning environments and relied on both asynchronous and synchronous technologies. In this case, the instructor and students engaged in collaborative course design through one of the assignments where student teams and the instructor led one week’s worth of course activities and discussions. This article begins with a discussion of the literature on participatory self-directed online learning. Then, the article presents an overview of the course design, detailed discussion of the assignment that framed student participatory self-directed learning and two examples of student assignments. The framing question for organising this case was as follows: What lessons can a team of graduate students and the instructor learn about self-directed participatory online learning from a collaborative design project? The article ends with the overall lessons learned from the case and implications to future design of online activities. 相似文献
8.
J. Michael Spector 《Distance Education》2005,26(1):5-27
This article reports findings from a Mellon Foundation research project at Syracuse University with regard to the time demands placed on teachers and learners in online courses. This exploratory research was primarily a study of cases involving three online courses and one face‐to‐face course. The focus of the study was the effects of different forms of communication and collaboration on time invested by teachers and learners. The online courses made use of e‐mail, threaded discussion forums, and online chat sessions; the face‐to‐face course used e‐mail in addition to a course Web site and lectures. Learning outcomes and retention in the three online courses were similar to outcomes and retention in comparable face‐to‐face courses at this institution. Students invested slightly more time in online courses whereas faculty, all of whom were experienced online teachers, invested considerably more time in their online courses. An analysis of interviews with online teachers at other institutions confirms the finding that experienced online teachers invest significantly more time in online teaching than their counterparts in face‐to‐face settings. 相似文献
9.
Robert Gray 《Technology, Pedagogy and Education》2019,28(4):473-484
ABSTRACTTaking full advantage of the educative benefits of interaction in digital learning environments will require the development of new theoretical frameworks that can contribute to a richer understanding of interaction. Literary theory provides an excellent place to develop such a framework and advanced understanding. Literary theory enables us to reconceptualise online courses as ‘texts’, thereby equipping us with more sophisticated modes of analysis for the teaching and learning process. By rethinking online courses as texts, and better yet as what Roland Barthes has described as ‘writerly’ texts, we can improve interaction in the online classroom. More importantly, we can move toward a more meaningful form of interaction, where learners interact with course content at the level of meaning and meaning making, where interaction becomes a full participation in the production of a lesson’s meaning. Indeed, this aim of co-producing meaning should be the primary objective of all learning. 相似文献
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11.
P. Clint Rogers Charles R. Graham Clifford T. Mayes 《Educational technology research and development : ETR & D》2007,55(2):197-217
The amount of resources being poured by Western universities, companies, and governments into creating educational content
to be exported (via the Internet) to other cultures is astounding. Those assigned to accomplish this task are left with the
great challenge of meeting the needs of learners who come from cultures that are foreign to them, and who often have very
different abilities and expectations than originally assumed. This study explores the cultural competence in the lived experience
of 12 professionals who have been involved with such efforts. Often they have had to question their assumptions, recognizing
flaws in their own thinking and in the organizations that support them, and tried to alter their practice accordingly. Their
awareness of cultural differences and the importance and impact of these differences in their practice will be discussed. 相似文献
12.
Recent work in case-based reasoning (CBR) reinforces the importance of situated learning, expert cases, and authentic tasks
and activities for novice learners. As novices engage CBR environments, they apprentice in the experts’ practices while developing
the understanding, knowledge and skill of a given community. This study examined how prospective teachers, as novices in a
semester-long course, engaged and developed expert-like practices using the case knowledge of experienced teachers who teach
with technology. By engaging experienced teachers’ knowledge and skill via Web-enhanced cases, prospective teachers refined
their understanding of teaching culture and teaching with technology as they transitioned to the teaching community. 相似文献
13.
ABSTRACTThis article reports on the research findings from a qualitative study of adult learners in Scotland taking part in a u.lab MOOC. As a new phenomenon in adult learning, u.lab has been extremely popular yet, at present, there exists little empirical data about either the process or outcomes of the learning experience. This study aims to provide a starting point for further study of u.lab and other emergent trends in adult learning. Here, the accounts of 12 women and men participating in u.lab were analysed using a grounded theory framework. The inductive nature of this approach allowed us to build up a picture of participant experience. Of significance in the findings were participants’ relationship to course content, experience of learning in community and engagement in shaping the learning experience. We draw on Illeris’ model of the learning field to deepen our understanding of participant experience and to illustrate how the particular constellation of content, incentive and interaction dimensions of learning in u.lab creates a learning space where the possibility for self-direction and self-organisation is extended beyond existing practice. 相似文献
14.
Self-regulated learning (SRL) is a multi-dimensional construct that has been difficult to operationalize using traditional, variable-centered methodologies. The current paper takes a person-centered approach to the study of SRL in a sample of 205 high-school students. Using latent profile analysis on self-reports of seven aspects of SRL, three groups were identified: high SRL, low SRL, and average SRL. Student self-reports of goal orientation were used as validation for the profile solution, with the high academic self-regulation group reporting the highest levels of mastery orientation while the low self-regulation group reported highest levels of avoidant orientation. Profiles were also compared on independently collected, behavioral measures of study behaviors, with the highly self-regulated group tending to study more material and for a longer time than less self-regulated individuals. 相似文献
15.
《佳木斯教育学院学报》2016,(10)
形成性评价经过多年发展,评价方式从过去的强调评价的甄别与选拔的功能,转向学生潜能的开发功能。评价方式从过去的简单单一的考试转向为丰富生动的多样优化的组合形式。 相似文献
16.
Bakhtiar Naghdipour 《Curriculum Journal》2017,28(2):283-299
Undergraduate students' experience of assessment in universities is usually of summative assessment which provides only limited information to help students improve their performance. By contrast, formative assessment is informative and forward-looking, possessing the leverage to inform students of their day-to-day progress and inform teachers of how to better tailor their instruction to students' immediate learning needs. Despite these potentials, studies carried out on the use of formative assessment in English as a foreign language (EFL) contexts are somehow rare. The current study reports on incorporating formative assessment in an L2 writing course in Iran. The analysis of data from pre- and post-study writing tasks, pre- and post-study questionnaires, and semi-structured interviews revealed that first-year undergraduate students were offered opportunities to improve various aspects of their writing and to develop positive attitudes toward writing as well as formative assessment. However, the students reported several challenges that could have implications for the further implementation of formative assessment in similar contexts. 相似文献
17.
Helen W. Kang Sydney S. Zentall 《Educational technology research and development : ETR & D》2011,59(6):783-797
This study hypothesized that increased intensity of graphic information, presented in computer-generated instruction, could
be differentially beneficial for students with hyperactivity and inattention by improving their ability to sustain attention
and hold information in-mind. To this purpose, 18 2nd–4th grade students, recruited from general education classes, were presented
with sequenced geometry instruction, which involved projections of solid geometric images accompanied by text and color. Children
were randomly assigned to two levels of intensity: high visual intensity (HVI) with information from the light source (e.g.,
contrasts, shadows) and low intensity (LVI) projecting only a single value. In support of theoretical predictions, students
with hyperactivity/inattention performed better than typical comparisons during the performance of advanced problems in the
HVI condition. Furthermore, the students with inattention demonstrated significantly better performance in the HVI than in
the LVI condition. Educational, research, and development implications of these findings were discussed. 相似文献
18.
分析了软件设计中采用三层设计模型的优点,通过系统需求分析,设计了网上商城系统的流程、数据库字典及开发环境,并在此基础上实现了数据访问层实体类、业务逻辑层实体类和用户层设计.采用三层架构部署方便,扩展性强. 相似文献
19.
Asia Pacific Education Review - In the current competitive and globalized economy, employers and professional organizations call for higher education institutions to deliver graduates with relevant... 相似文献